Spaces for Transitions in Intergenerational Childhood Experiences

Oropilla, Czarecah Tuppil

doi:10.1163/9789004445666_005

Cited by 5 publications

(4 citation statements)

References 67 publications

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“…ECEC is a sector that plays an important role in achieving sustainable goals [14] and contributing to building sustainable societies [15]. As such, we must contribute to the identified space for more intergenerational initiatives between young children and older adults in this field [17] as a response to the call for reimagining early childhood education for social sustainability in the future.…”

Section: Discussion: Intentional Inclusion Of Intergenerational Programmes Towards Social Sustainabilitymentioning

confidence: 99%

“…However, although children in early year settings transition and participate in other institutions within their communities, little is known about specific activities or programmes that involve children's interactions with the elderly beyond their families. There is a need for further qualitative and contextspecific intergenerational research that includes the participation and voices of the elderly and children in their early years [17].…”

Section: Introductionmentioning

confidence: 99%

“…Specifically, we argue that social sustainability is a resulting outcome of intergenerational programmes in kindergartens, making a case for it to be included in planned activities. There is a growing body of intergenerational research that documents intergenerational programmes among different ages and in different settings [17], and early childhood education and care is an emerging field in this scientific movement. In this paper, we acknowledge current intergenerational work being undertaken in early childhood education and care settings, but argue that aiming for sustainable futures requires more intentional and deliberate conceptualisations.…”

Section: Introductionmentioning

confidence: 99%

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Strengthening the Call for Intentional Intergenerational Programmes towards Sustainable Futures for Children and Families

Oropilla

Ødegaard

2021

Sustainability

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As a response to the call for reimagining early childhood education for social sustainability in the future, this conceptual paper aims to suggest revisiting and strengthening the case to include intentional intergenerational engagements and programmes in kindergartens as approaches towards sustainable futures for children. In this paper, we argue that we must talk about intergenerational solidarity on all levels, including in early childhood education and care settings, and that it must be deliberate and by design. Learning from cultural–historical concepts and the UN Convention on the Rights of the Child, intergenerational programmes in early years settings are to be presented as intentional initiatives and opportunities for interrelated and collaborating actors and institutions to bring younger children and older adults together. We present a conceptual framework that features conflicts and opportunities within overlapping and congruent spaces to understand conditions for various intergenerational practices and activities in different places, and to promote intergenerational dialogues, collaborations and shared knowledge, contributing to a relational and socially sustainable future for which we aim.

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Section: Discussion: Intentional Inclusion Of Intergenerational Programmes Towards Social Sustainabilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Strengthening the Call for Intentional Intergenerational Programmes towards Sustainable Futures for Children and Families

Oropilla

Ødegaard

2021

Sustainability

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“…Intergenerational learning is an emerging research topic in education and pedagogy, as well as in gerontology studies (Oropilla, 2021). It can be categorized into two categories based on where learning among generations occurs-informal settings and formal settings with formal, non-formal and informal activities (Hake, 2017).…”

Section: Introductionmentioning

confidence: 99%

Intergenerational learning and Sikolohiyang Pilipino

Oropilla

Guadana²

2021

NJCIE

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Research on intergenerational learning delves into both the reciprocal transfer of knowledge and learning relationships between different generations. However, as this is an emerging research topic, there is a gap in the information available from various cultures. This paper aims to present intergenerational learning through the development of non-western indigenous psychology via the lens of Sikolohiyang Pilipino (Filipino psychology) in order to broaden the existing perspectives and understanding of intergenerational learning, engagements, and programs. By utilizing the theoretical framework of Sikolohiyang Pilipino, notably as espoused by Virgilio Enriquez, indigenous Filipino values are identified as key to understanding the predominance of family and community as venues and arenas for intergenerational learning in the Philippines. This underscores the importance of using the philosophical arguments associated with different cultural perspectives to challenge current assumptions and biases in intergenerational research and of being mindful when applying concepts that predominate in one culture to another. Additional intergenerational research in the Philippines will benefit from the inclusion of Sikolohiyang Pilipino as a theoretical framework since this will enable a deeper understanding of educational concepts within Filipino culture.

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(Re)theorisation of More-Than-Parental Involvement: New Directions and Hopes

Sadownik,

Višnjić Jevtić

2023

International Perspectives on Early Childhood Education and Development

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When engaging in the re-theorisation of parental involvement (PI), we searched for theories that would (1) embrace more-than-parents as potential collaboration partners, (2) recognise the role of the family in the child’s (educational) life, and (3) allow for the possibility of overcoming the “democratic deficit” (Van Laere et al., Eur Early Childhood Educ Res J 26(2):187–200. , 2018, p. 189), by which we mean the possibilities for families to co-create the modalities of their engagement with ECEC settings. The literature review presented in Chap. 2 mapped out the theories employed in research on PI and showed that those theories and models born out of interpretivist aims (i.e. to understand) and critical objectives (i.e. to challenge unjust power relations) have the potential to capture the increasing diversity of families and embrace the unfolding modalities of their engagement in diverse social, cultural, and material contexts. Based on the review, particular theories were chosen and explored in later chapters of this book. In this concluding chapter, we provide a theoretical overview by pointing to new directions for the theocratisation of more-than-parental involvement that are relevant to the ECEC field and the creation of sustainable futures.

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Spaces for Transitions in Intergenerational Childhood Experiences

Cited by 5 publications

References 67 publications

Strengthening the Call for Intentional Intergenerational Programmes towards Sustainable Futures for Children and Families

Strengthening the Call for Intentional Intergenerational Programmes towards Sustainable Futures for Children and Families

Intergenerational learning and Sikolohiyang Pilipino

(Re)theorisation of More-Than-Parental Involvement: New Directions and Hopes

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